Student-centered innovative strategies (PBL, EBL, simulation, TBL, blended and online learning) showed positive effects in pharmaceutical care learning¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Learning environments including internships, labs, community clinics, online simulations and blended scenarios showed positive effects on student competence development. → Ribeiro MAL 2026 q2 i? Specific reported results include a failure-rate reduction from 50% to 2% under PBL, satisfaction improvement from 5.4–7.4 to 7.8–8.7 under competence-based learning, and performance equity between students with and without prior experience under TBL. → Ribeiro MAL 2026 (2)

Evidence¶

Ribeiro MAL 2026¶

Ribeiro MAL, Hohenfeld DWA, Tavares TMA, Araújo-Neto FC, Mesquita AR, Brito GC, Lyra Jr DP. (2026). Characterization of the learning environment for teaching pharmaceutical care: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08876-7

q2 · i? · review · r2

The review's synthesis of the 11 included studies reports that varied environments "showed positive effect in developing competences in students"; the review does not print pooled effect sizes for this synthesis.

"Learning environments such as internships, labs, community clinics, online simulations, and blended learning scenarios showed positive effect in developing competences in students [24–34]."

Ribeiro MAL 2026 (2)¶

Ribeiro MAL, Hohenfeld DWA, Tavares TMA, Araújo-Neto FC, Mesquita AR, Brito GC, Lyra Jr DP. (2026). Characterization of the learning environment for teaching pharmaceutical care: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08876-7

q2 · i? · review · r2

Table 5 of the review reports per-study main results, including a PBL study's "Reduction in failure rates from 50% to 2% and improved performance", satisfaction gains of 5.4–7.4 to 7.8–8.7, and performance equity between students with and without prior experience under TBL. No standardized effect sizes are printed.

"Reduction in failure rates from 50% to 2% and improved performance"

Discussion¶

Related Claims¶

• Student satisfaction with CBL, PBL and TBL in public health education was high, reported in 21 of 22 studies (95.4%) — related
• The review finds flipped learning, PBL, gamification, and collaborative learning adapted to digital environments produced positive effects on motivation, participation, and transversal competences — possibly the same claim (merge candidate)
• Virtual environments favor clinical reasoning, self-regulation and peer collaboration, while physical environments engage critical reasoning, professionalism and communication abilities — related
• Innovative andragogical strategies — simulation, narrative medicine, reflective writing — enhance empathy, compassion, and communication skills in medical students — related
• The closer training content is to authentic clinical scenarios, the smoother its translation into practice — related
• Experiential learning in authentic clinical environments (community engagement, home visits, outreach rotations) was reported to produce the greatest positive impact on student attitudes, confidence, and perceived competence, but is the most resource-intensive — a narrower finding that bears on this claim
• A scoping review identified 11 studies (2010–2025) characterizing learning environments for teaching Pharmaceutical Care, predominantly conducted in the United States — related